Exploring the quality of student performance What does an “A” in Health and Physical Education look like?

How do we know the quality of our students? Aqua 8 Drugs task 1 Goals task 2 Games Unit task Book mark Test Group task Anderson, Joel D C 12  21.5 Beattie, Sam B A 18 25 Venuti, Stefan 15 Poor/ needs attention 20 Let’s look at what is probably current practice around recording evidence of learning and transferring that to reports. We need to look at what evidence we have around this information and you may have a mark book that resembles something like this recorded or it may be all marks. One Grade /Semester

What does an “above standard” student look like in HPE? Group brainstorm Image source: http://media.gettyimages.com/vectors/boy-with-good-grades-vector-id512058579

Interpreting the content and standards continuum of development read in conjunction with content describes typical level of achievement

Putting it into practice Year 9 and 10 achievement standard They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. Let’s take a look at what this looks like in practice. For this example let’s use this content description from the Movement and Physical Activity Strand in Year 9 and 10. Let’s unpack this content and identify what the knowledge, understanding and skills are that we are trying to develop through teaching this content.

Putting it into practice Year 9 and 10 content Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences Let’s take a look at what this looks like in practice. For this example let’s use this content description from the Movement and Physical Activity Strand in Year 9 and 10. Let’s unpack this content and identify what the knowledge, understanding and skills are that we are trying to develop through teaching this content.

What’s the knowledge? Year 9 and 10 Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences So what’s the knowledge ... we want students to know what the elements of movement ... effort, space, time, objects and people ... have to do with composing and performing movement sequences

What’s the understanding? Year 9 and 10 Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences So what’s the understanding ... the understanding is the application of the knowledge ... so in this case it is being able to analyse how these elements can impact on movement. So for example in a game of basketball it would be knowing how to take advantage of a turnover of possession by making a fast break into the space made available in the opponents defensive half in order to try to create a 2 on 1 or 3 on 2 scenario in attack. In this example the fast break is the impact of effort and time, looking for space in the opponents defensive half is the element of space, and creating a 2 on 1 is manipulating the element of people.

What’s the skill? Year 9 and 10 Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences and finally what is the skill contained within this content descriptions? We want students to be able to apply the knowledge and understanding when composing movement sequences and then perform the movement sequence demonstrating how the elements impact on movement performance. So students might compose a set move for a basketball attacking sequence from a turnover of possession in their defensive half that takes advantage of the open court and creates a 2 on 1 or 3 on 2 attacking scenario. They could then perform the move against an opposition team to analyse its effectiveness.

How do we assess? Our tools of the trade Post-it notes – group challenge relay ... who can come up with the most different tools for assessment. Group them into formative / summative / both Record a whole group list on the whiteboard – then compare in relation to efficiency, reliability, consistency of judgement

What assessment tools do you use to assess student performance? Group relay challenge What assessment tools do you use to assess student performance? Teachers use a variety of methods to assess students. We use methods such as tests, assignments, reports, checklists, oral presentations and teacher observation of student performance to assess a student in a particular area. When identifying how you will assess your students you need to be thinking about what evidence you want to collect. We use marks, grades, and comments to convey this information to students.

Some of our tools work samples practical performances group presentations group and class discussions responses to questions observations of students working in-class tasks tests take home assignments

Considerations when selecting assessment tools efficiency for you and students reliability within class consistency across classes

Questions?